1).i) Qualities of effective communication.
1 Clarity
If your writing is clear, your reader is much more likely to understand and act on your message. Consider this the ultimate characteristic of effective communication.
2 Conciseness
As George Orwell wrote in his essay “Politics and the English Language,” if it is possible to cut a word out, always cut it out. Your goal is to communicate your message as quickly and directly as possible. By doing this, you’ll save your reader time and trouble.
3 Correctness
Proper grammar and syntax increase the effectiveness and credibility of your message. Mistakes might affect clarity, create ambiguity, and raise doubts. In addition, the message’s information needs to be accurate. Misinformation can derail productivity in the workplace and compound disorganization.
4 Completeness
Effective communication requires the whole picture. Leaving information out can lead to unnecessary guesswork for readers. Comprehensive yet concise messages reduce follow-up questions and prevent delays.
5 Coherence
Coherent communication is logical. Your points should be relevant to your thesis, and the text’s tone and flow should be smooth.
6 Consideration
Empathy is a critical pillar of good workplace communication. Before you speak, consider your words and their potential effects on your listener.
7 Courtesy
Being courteous is as much a necessity in a corporate setting as anywhere. Your team is working together to achieve the same goals of success and growth. Inside jokes, insults, or an aggressive tone work against teamwork.
8 Concreteness
A concrete message is tangible, supported by facts for enhanced credibility, and helps your audience better understand what’s being conveyed. It also mitigates the risk of misunderstanding, a common struggle in the workplace.
9 Consistency
Following the tips above will ensure that your communication is effective. Once you’ve improved, however, don’t let your quality slip. Your teams and operations are valuable and should always be treated as such. Effective communication depends on a steady and efficient workflow from everyone. ii)the process of effective communication.
The Different Elements in The Process of Communication that makes it to be a process are:
i)Sender
The very foundation of communication process is laid by the person who transmits or sends the message. He is the sender of the message which may be a thought, idea, a picture, symbol, report or an order and postures and gestures, even a momentary smile.
ii)Message
Message is referred to as the information conveyed by words as in speech and write-ups, signs, pictures or symbols depending upon the situation and the nature and importance of information desired to be sent.
iii)Encoding
Encoding is putting the targeted message into appropriate medium which may be verbal or non-verbal depending upon the situation, time, space and nature of the message to be sent. T
iv)Channel
Channel(s) refers to the way or mode th
Thought of The Day
YESTERDAY’S A PAST…
…..TOMORROW IS A FUTURE….
…. BUT….
TODAY IS A GIFT
…… THAT’S WHY IT’S CALLED
PRESENT….!
Content
• Introduction
• Definition of Disaster
• Classification & Types of Disasters
• Disaster Nursing
• Disaster Management
• Disaster management Cycle
• Nodal Ministry of Disaster
Introduction
• Disaster word originated from Greek Word,
DUS= Bad & ASTR= Star….The root of disaster comes
from an Astrological sense of a calamity blamed on the
position of a planet.
• Health Sector Emergency Managers are concerned
with Public safety and public Health. Clients are
threatened/injured and damaged during Disaster. The
Disaster Management Act was established in 2005.
• Disaster is a sudden , calamitous event bringing great
damage, loss, destruction & devastation to life and
property.
Definition of Disaster
• “Any occurrence that causes damage,
ecological disruption, loss of human life ,
deterioration of health and health services ,
sufficient to warrant an extraordinary
response from outside the affected
community/area.” (WHO)
• “A disaster can defined as an occurrence
either Nature or Man made that causes Human
suffering and creates human needs that
victim can not alleviate without assistance.”
(American Red Cross)
Cont.
• “Disaster is an Emergency in which local
authorities cannot cope the goal of
emergency management is to protect public
health.”
ALL DISASTERS ARE EMERGENCIES
BUT
NOT ALL EMERGENCIES ARE DISASTERS
Definition of Hazard
• “Any phenomenon that has the potential to
cause Damage to people and their
Environment.” • There is a 4 classes of hazard
• Natural Hazard
• Technological Hazard
• Biological Hazard
• Societal Hazard
Vulnerability
Capacity to cope
High Low
Low High
Vulnerability
Very low Low
Exposure to
Hazard
High
Low
9
These are the determinants of risk (people).
THE MOST
VULNERABLE
Cont.
• For ex., an Earthquake hazard of the same
magnitude in a sparsely populated village of
Rajasthan and in the densely populated city of
Delhi will cause different levels of damage to
humans lives, property & Economic Activities.
• There is a two type of emergencies
• (i) Non-disaster Emergencies
• (ii) Disaster Emergencies
Classification Of Disasters
• Biological Disaster: Insect Infestation,
Epidemics & Animal Attacks.
• Geographical Disaster: Earth Quake &
Tsunamis, Volcanic Eruptions etc.
• Climatological Disaster: Droughts(Associated
with Food insecurities), Extreme Temperature
& Wild Fires
Cont.
• Hydrological Disaster: Flood including
Waves and Surges.
• Meteorological Disaster: Storms
Meteorological
Disasters
• Floods
• Tsunami
• Cyclone
• Hurricane
• Typhoon
• Snow
storm
• Blizzard
• Hail storm
Topographical
Disasters
• Earthquake
• Volcanic
Eruptions
• Asteroids
Environmental
Disasters
• Global
warming • Ozone
depletion • Solar flare
15
Technlogical
Disasters
• Transport
failure
• Public place
failure
• Fire
Industrial
• Chemical
spills
• Radioactive
spills
Security
relat
Personality disorders are a group of mental illnesses. They involve long-term patterns of thoughts and behaviors that are unhealthy and inflexible. The behaviors cause serious problems with relationships and work. People with personality disorders have trouble dealing with everyday stresses and problems.
Currently psychiatrists tend to use a system of diagnosis which identifies ten types of personality disorder. Suspicious Paranoid personality disorder Schizoid personality disorder Schizotypal personality disorderEmotional and impulsive Antisocial personality disorder ASPD Borderline personality disorder BPD Histrionic personality disorder Narcissistic personality disorderAnxious Avoidant personality disorder Dependent personality disorder Obsessive compulsive personality disorder OCPD Each personality disorder has its own set of diagnostic criteria. To get a specific diagnosis you must meet some of these criteria. The minimum amount you need to meet is different for different types, but it should always be more than one or two. If you meet criteria for more than one type this may be called mixed personality disorder. It is also possible to get a diagnosis without meeting the full criteria for a specific type. This is known as personality disorder not otherwise specified PD NOS or personality disorder trait specified. Mrs. Lakshita Saini | Dr. Kiran Maheshwari "Various Personality Disorders - A Mini Review" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-3 , April 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49510.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/psychology/49510/various-personality-disorders--a-mini-review/mrs-lakshita-saini
Thought of The Day
YESTERDAY’S A PAST…
…..TOMORROW IS A FUTURE….
…. BUT….
TODAY IS A GIFT
…… THAT’S WHY IT’S CALLED
PRESENT….!
Content
• Introduction
• Definition of Disaster
• Classification & Types of Disasters
• Disaster Nursing
• Disaster Management
• Disaster management Cycle
• Nodal Ministry of Disaster
Introduction
• Disaster word originated from Greek Word,
DUS= Bad & ASTR= Star….The root of disaster comes
from an Astrological sense of a calamity blamed on the
position of a planet.
• Health Sector Emergency Managers are concerned
with Public safety and public Health. Clients are
threatened/injured and damaged during Disaster. The
Disaster Management Act was established in 2005.
• Disaster is a sudden , calamitous event bringing great
damage, loss, destruction & devastation to life and
property.
Definition of Disaster
• “Any occurrence that causes damage,
ecological disruption, loss of human life ,
deterioration of health and health services ,
sufficient to warrant an extraordinary
response from outside the affected
community/area.” (WHO)
• “A disaster can defined as an occurrence
either Nature or Man made that causes Human
suffering and creates human needs that
victim can not alleviate without assistance.”
(American Red Cross)
Cont.
• “Disaster is an Emergency in which local
authorities cannot cope the goal of
emergency management is to protect public
health.”
ALL DISASTERS ARE EMERGENCIES
BUT
NOT ALL EMERGENCIES ARE DISASTERS
Definition of Hazard
• “Any phenomenon that has the potential to
cause Damage to people and their
Environment.” • There is a 4 classes of hazard
• Natural Hazard
• Technological Hazard
• Biological Hazard
• Societal Hazard
Vulnerability
Capacity to cope
High Low
Low High
Vulnerability
Very low Low
Exposure to
Hazard
High
Low
9
These are the determinants of risk (people).
THE MOST
VULNERABLE
Cont.
• For ex., an Earthquake hazard of the same
magnitude in a sparsely populated village of
Rajasthan and in the densely populated city of
Delhi will cause different levels of damage to
humans lives, property & Economic Activities.
• There is a two type of emergencies
• (i) Non-disaster Emergencies
• (ii) Disaster Emergencies
Classification Of Disasters
• Biological Disaster: Insect Infestation,
Epidemics & Animal Attacks.
• Geographical Disaster: Earth Quake &
Tsunamis, Volcanic Eruptions etc.
• Climatological Disaster: Droughts(Associated
with Food insecurities), Extreme Temperature
& Wild Fires
Cont.
• Hydrological Disaster: Flood including
Waves and Surges.
• Meteorological Disaster: Storms
Meteorological
Disasters
• Floods
• Tsunami
• Cyclone
• Hurricane
• Typhoon
• Snow
storm
• Blizzard
• Hail storm
Topographical
Disasters
• Earthquake
• Volcanic
Eruptions
• Asteroids
Environmental
Disasters
• Global
warming • Ozone
depletion • Solar flare
15
Technlogical
Disasters
• Transport
failure
• Public place
failure
• Fire
Industrial
• Chemical
spills
• Radioactive
spills
Security
relat
Personality disorders are a group of mental illnesses. They involve long-term patterns of thoughts and behaviors that are unhealthy and inflexible. The behaviors cause serious problems with relationships and work. People with personality disorders have trouble dealing with everyday stresses and problems.
Currently psychiatrists tend to use a system of diagnosis which identifies ten types of personality disorder. Suspicious Paranoid personality disorder Schizoid personality disorder Schizotypal personality disorderEmotional and impulsive Antisocial personality disorder ASPD Borderline personality disorder BPD Histrionic personality disorder Narcissistic personality disorderAnxious Avoidant personality disorder Dependent personality disorder Obsessive compulsive personality disorder OCPD Each personality disorder has its own set of diagnostic criteria. To get a specific diagnosis you must meet some of these criteria. The minimum amount you need to meet is different for different types, but it should always be more than one or two. If you meet criteria for more than one type this may be called mixed personality disorder. It is also possible to get a diagnosis without meeting the full criteria for a specific type. This is known as personality disorder not otherwise specified PD NOS or personality disorder trait specified. Mrs. Lakshita Saini | Dr. Kiran Maheshwari "Various Personality Disorders - A Mini Review" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-3 , April 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49510.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/psychology/49510/various-personality-disorders--a-mini-review/mrs-lakshita-saini
People Who Cause You Harm: How to Explain Dramatic and Erratic Personality Di...Jeni Mawter
This presentation identifies a massive gap in trauma-informed care for young people, the long-term harm of having a parent or family member with a personality disorder, specifically the Cluster “B” Personality Disorders.
Society is going through a radical shift in how it views, treats and manages Anxiety, Depression, Suicide Prevention, and Substance Abuse and Addiction. Rapid technological advances are seeing a cross fertilization between the traditional medical sciences of neurology and psychiatry. The traditional approach was that damage to the nervous system resulted in neurological disorders whereas psychiatric disorders involved disturbed behavior and emotional states. Today we know that neurological changes underpin psychiatric disorders as well as mental health and mental illness.
Another huge breakthrough in the neuropsychiatric research findings is the link to Mental Health and Trauma. Childhood Trauma initially focused on physical abuse in the Domestic Violence setting. Gradually, emotional abuse was taken into consideration to address risk and harm. Children and young people were considered at risk in light of such factors as homelessness, refugee and asylum seekers, juvenile justice settings and for those in indigenous communities. The issue of personality disorder and family relationships and breakdown has been ignored.
A personality disorder is a mental health disorder that affects how a person thinks, behaves and relates to others. The Cluster “B” parent has erratic and dramatic emotions and behaviors. Regulating emotions and maintaining healthy relationships is impossible. They are impulsive, low in empathy and low in conscience. They have a need to manipulate, control and disempower others. For family members, specifically their children, this culminates in significant distress and trauma. There is considerable harm to social, emotional, cognitive, spiritual and educational development.
Currently, there are almost no resources for children and young adults who have a Cluster “B” parent. The first step to healing is education to understand what, how and why this has happened to them. This SlideShare presentation aims to shed light on such questions as: What happened to me? Am I crazy? Are they the psycho or am I? Why do I feel so depressed/anxious/worthless? Most importantly, the goal is to help towards hope and healing, good mental health, resilience and peace.
Call to Action: Cluster “B” pathology is insidious, pernicious, deliberate and dangerous. These parents have tremendous destructive potential. Harm is hidden behind charm. They impact homes, families, workplaces, relationships and societies. Education is critical for every person in every system caught in the aftermath of dealing with their destruction: mental health, general health, family law, police departments, criminal justice, domestic violence and social service. Thank you.
How Codependency Affects Our Clients & Our ServiceLaura M. Kearney
An overview of the prevalence and challenges of codependency, how it affects our clients, and how codependency in counselors can negatively impact our quality of service.
How to Recognize Signs of Sociopathy? Causes, Diagnosis And TreatmentMuhammad Zohaib Akbar
The term “sociopath” refers to a person living with a social personality disorder (ASPD), just like the term “psychopath”.
The latest edition of the Mental Disease Diagnostic and Statistical Manual (DSM-5), used by mental health professionals to diagnose mental health conditions, provides ASPD with a consistent review of rules and regulations.
How Elders should Take Care of their Emotions Sailesh Mishra
This extremely useful English - Hindi handbook on Mental Health of Senior Citizens is written by Psychotherapist Dr. Ravi Samuel and presented by Vison Age India & Silver Innings on World Elders Day 1st Oct 2017
1_Introduction to Biostatistics-2 (2).pdfelphaswalela
Example: For a sample pediatric case, refer to case 7: Toddler with a cough and fever.
Chief concern and history of present illness.
Past history.
Prenatal and birth history.
Developmental history.
Feeding or nutrition history.
Family history.
Social history.
People Who Cause You Harm: How to Explain Dramatic and Erratic Personality Di...Jeni Mawter
This presentation identifies a massive gap in trauma-informed care for young people, the long-term harm of having a parent or family member with a personality disorder, specifically the Cluster “B” Personality Disorders.
Society is going through a radical shift in how it views, treats and manages Anxiety, Depression, Suicide Prevention, and Substance Abuse and Addiction. Rapid technological advances are seeing a cross fertilization between the traditional medical sciences of neurology and psychiatry. The traditional approach was that damage to the nervous system resulted in neurological disorders whereas psychiatric disorders involved disturbed behavior and emotional states. Today we know that neurological changes underpin psychiatric disorders as well as mental health and mental illness.
Another huge breakthrough in the neuropsychiatric research findings is the link to Mental Health and Trauma. Childhood Trauma initially focused on physical abuse in the Domestic Violence setting. Gradually, emotional abuse was taken into consideration to address risk and harm. Children and young people were considered at risk in light of such factors as homelessness, refugee and asylum seekers, juvenile justice settings and for those in indigenous communities. The issue of personality disorder and family relationships and breakdown has been ignored.
A personality disorder is a mental health disorder that affects how a person thinks, behaves and relates to others. The Cluster “B” parent has erratic and dramatic emotions and behaviors. Regulating emotions and maintaining healthy relationships is impossible. They are impulsive, low in empathy and low in conscience. They have a need to manipulate, control and disempower others. For family members, specifically their children, this culminates in significant distress and trauma. There is considerable harm to social, emotional, cognitive, spiritual and educational development.
Currently, there are almost no resources for children and young adults who have a Cluster “B” parent. The first step to healing is education to understand what, how and why this has happened to them. This SlideShare presentation aims to shed light on such questions as: What happened to me? Am I crazy? Are they the psycho or am I? Why do I feel so depressed/anxious/worthless? Most importantly, the goal is to help towards hope and healing, good mental health, resilience and peace.
Call to Action: Cluster “B” pathology is insidious, pernicious, deliberate and dangerous. These parents have tremendous destructive potential. Harm is hidden behind charm. They impact homes, families, workplaces, relationships and societies. Education is critical for every person in every system caught in the aftermath of dealing with their destruction: mental health, general health, family law, police departments, criminal justice, domestic violence and social service. Thank you.
How Codependency Affects Our Clients & Our ServiceLaura M. Kearney
An overview of the prevalence and challenges of codependency, how it affects our clients, and how codependency in counselors can negatively impact our quality of service.
How to Recognize Signs of Sociopathy? Causes, Diagnosis And TreatmentMuhammad Zohaib Akbar
The term “sociopath” refers to a person living with a social personality disorder (ASPD), just like the term “psychopath”.
The latest edition of the Mental Disease Diagnostic and Statistical Manual (DSM-5), used by mental health professionals to diagnose mental health conditions, provides ASPD with a consistent review of rules and regulations.
How Elders should Take Care of their Emotions Sailesh Mishra
This extremely useful English - Hindi handbook on Mental Health of Senior Citizens is written by Psychotherapist Dr. Ravi Samuel and presented by Vison Age India & Silver Innings on World Elders Day 1st Oct 2017
1_Introduction to Biostatistics-2 (2).pdfelphaswalela
Example: For a sample pediatric case, refer to case 7: Toddler with a cough and fever.
Chief concern and history of present illness.
Past history.
Prenatal and birth history.
Developmental history.
Feeding or nutrition history.
Family history.
Social history.
Epidemiology
Table of Contents
UNIT ONE: Introduction to Epidemiology..........
Objectives...................................................
Definition....................................................
v
• Introduction............................................................ Acknowledgement.................................................
• UNIT ONE: Introduction to Epidemiology..........
o Objectives...................................................
Definition....................................................
History of Epidemiology..............................
Purpose/Use of Epidemiology....................
o Exercise......................................................
• UNIT TWO: Disease Causation............................
o Objective....................................................
o Definition....................................................
o Causes of disease......................................
o Exercise....................................................
• UNIT THREE: Levels of prevention...................
o Objectives.................................................
o Natural history of disease.........................
o Measurements of morbidity......................
o Measurements of Mortality.......................
o Exercise:...................................................
o data collection......................................... UNIT SEVEN: Sources of Data and methods of
o Objectives:................................................
o Sources of data........................................
o Exercise:...................................................
Management........................................... UNIT EIGHT: Epidemic Investigation and
Objectives................................................
o Levels of Disease Occurrence..................
o Types of epidemics...................................
o Investigation of an Epidemic.....................
o Exercise....................................................
• UNIT NINE: Epidemiological Surveillance........
o Objectives.................................................
• Definition..................................................
• Purpose of surveillance............................
• Types of surveillance................................
• Activities in Surveillance...........................
• Features of a good surveillance system....
• The integrated disease surveillance system
• Exercise....................................................
• Reference................................................
Introduction to Epidemiology
Learning Objectives:
At the end of this unit the student is expected to:
Define Epidemiology Identify the main issues in the definition Discuss the uses of Epidemiology
1. Definition
Epidemiology is the study of the frequency, distribution and determinants of diseases and other health related conditions in human populations, and the application of this study to the promotion of health, and to the prevention
UROTRANSMITTERS-NEUROMODULATORS
More than 50 chemical substances
1.Small molecules with rapid effects
Stored in axonal vesicules
Effect on postsynaptic membrane approx. 1 ms, -opening of ion channels,
Brief inactivation, recycled, fromed in the body of neurons
Class I. ACH
Class II. Amines : NA, A, Dopamin, serotonin, histamin
Class III. Aminoacids: GABA, Glycin, Glutamate, Aspartate
Class IV. NO
2. NEUROPEPTIDES,prolonged effects, are integral part of protein molecules
In neuronal bodies, are fromed in the bodies and compose the vesicules inside of them,
then they are brought to the axonal terminals with longlasting effect (hours -days)
Modulates the expression of genes
A.Hypothalamic releasing hormones
B.Pituitary peptides: beta-endorfin, MSH, Prolactin, GH, vasopresin, oxytocin,
ACTH, LH, TSH
C. Peptides operating in GIT and brain:Leucin, enkefalin, methionin
substance P, gastrin, cholecystokinin, VIP, neurotensin, insulin, glucagon
D. From other tissues: angiotensin II, Bradykinin, Carnosin, calcitonin, sleep peptides Peptides operating in GIT and brain:Leucin, enkefalin, methionin
substance P, gastrin, cholecystokinin, VIP, neurotensin, insulin, glucagon
D. From other tissues: angiotensin II, Bradykinin, Carnosin, calcitonin, sleep peptides you are operating in GIT and brain:Leucin, enkefalin, methionin
substance P, gastrin, cholecystokinin, VIP, neurotensin, insulin, glucagon
D. From other tissues: angiotensin II, Bradykinin, Carnosin, calcitonin, sleep peptides you
Open sidebar
Reproductive Physiology Overview
User
Reproductive system physiology
ChatGPT
The reproductive system is responsible for the production and development of offspring. It includes various organs and structures that differ between males and females. In this response, I will provide an overview of the reproductive system physiology for both males and females.
Male Reproductive System Physiology:
Testes: The testes are the primary male reproductive organs. They produce sperm cells through a process called spermatogenesis and secrete the hormone testosterone.
Epididymis: The epididymis is a coiled tube located on the surface of each testis. It serves as a site for sperm maturation and storage.
Vas Deferens: The vas deferens is a muscular tube that transports mature sperm from the epididymis to the urethra during ejaculation.
Seminal Vesicles, Prostate Gland, and Bulbourethral Glands: These accessory glands produce seminal fluid, which nourishes and protects the sperm. The seminal fluid is combined with sperm to form semen.
Urethra: The urethra is a tube that carries urine from the bladder and also serves as a passage for semen during ejaculation.
Female Reproductive System Physiology:
Ovaries: The ovaries are the primary female reproductive organs. They produce ova (eggs) through a process called oogenesis and secrete hormones such as estrogen and progesterone.
Fallopian Tubes: The fallopian tubes are ducts that connect the ovaries to the uterus. They serve as the site for fertilization, where the sperm meets and fertilizes the egg.
Uterus: The uterus, also known as the womb, is a hollow, muscular organ where a fertilized egg implants and develops into a fetus. It undergoes cyclic changes during the menstrual cycle in preparation for pregnancy.
Cervix: The cervix is the lower part of the uterus that connects to the vagina. It contains a small opening called the os, which allows the passage of menstrual blood and sperm.
Vagina: The vagina is a muscular canal that connects the cervix to the external genitalia. It serves as the birth canal during childbirth and also receives the penis during sexual intercourse.
Mammary Glands: While not directly part of the reproductive system, the mammary glands in the breasts produce milk for nourishing newborns after childbirth.
Hormonal Regulation:
The reproductive system is regulated by hormones that coordinate and control its functions. In males, the hypothalamus releases gonadotropin-releasing hormone (GnRH), which stimulates the pituitary gland to release luteinizing hormone (LH) and follicle-stimulating hormone (FSH). LH stimulates the production of testosterone in the testes, while FSH promotes sperm production.
In females, the hypothalamus releases GnRH, which triggers the release of LH and FSH from the pituitary gland. FSH stimulates the development of ovarian follicles and the production of estrogen. LH causes ovulation and the formation of the corpus luteum, which produces pro
Open sidebar
Reproductive Physiology Overview
User
Reproductive system physiology
ChatGPT
The reproductive system is responsible for the production and development of offspring. It includes various organs and structures that differ between males and females. In this response, I will provide an overview of the reproductive system physiology for both males and females.
Male Reproductive System Physiology:
Testes: The testes are the primary male reproductive organs. They produce sperm cells through a process called spermatogenesis and secrete the hormone testosterone.
Epididymis: The epididymis is a coiled tube located on the surface of each testis. It serves as a site for sperm maturation and storage.
Vas Deferens: The vas deferens is a muscular tube that transports mature sperm from the epididymis to the urethra during ejaculation.
Seminal Vesicles, Prostate Gland, and Bulbourethral Glands: These accessory glands produce seminal fluid, which nourishes and protects the sperm. The seminal fluid is combined with sperm to form semen.
Urethra: The urethra is a tube that carries urine from the bladder and also serves as a passage for semen during ejaculation.
Female Reproductive System Physiology:
Ovaries: The ovaries are the primary female reproductive organs. They produce ova (eggs) through a process called oogenesis and secrete hormones such as estrogen and progesterone.
Fallopian Tubes: The fallopian tubes are ducts that connect the ovaries to the uterus. They serve as the site for fertilization, where the sperm meets and fertilizes the egg.
Uterus: The uterus, also known as the womb, is a hollow, muscular organ where a fertilized egg implants and develops into a fetus. It undergoes cyclic changes during the menstrual cycle in preparation for pregnancy.
Cervix: The cervix is the lower part of the uterus that connects to the vagina. It contains a small opening called the os, which allows the passage of menstrual blood and sperm.
Vagina: The vagina is a muscular canal that connects the cervix to the external genitalia. It serves as the birth canal during childbirth and also receives the penis during sexual intercourse.
Mammary Glands: While not directly part of the reproductive system, the mammary glands in the breasts produce milk for nourishing newborns after childbirth.
Hormonal Regulation:
The reproductive system is regulated by hormones that coordinate and control its functions. In males, the hypothalamus releases gonadotropin-releasing hormone (GnRH), which stimulates the pituitary gland to release luteinizing hormone (LH) and follicle-stimulating hormone (FSH). LH stimulates the production of testosterone in the testes, while FSH promotes sperm production.
In females, the hypothalamus releases GnRH, which triggers the release of LH and FSH from the pituitary gland. FSH stimulates the development of ovarian follicles and the production of estrogen. LH causes ovulation and the formation of the corpus luteum, which produces pro
TOPIC 2 THE PSYCHOLOGICAL BASIS OF BEHAVIOR.pptxelphaswalela
KHAN UNIVERSITY
DEPARTMENT OF DEVELOPMENT STUDIES
IRD 1O3: DEVELOPMENT CONCEPTS AND ITS APPLICATION
COURSE OUTLINE
1. Conceptualization of Development
Economic, Social, Political and Environmental Conceptions and indicators of Development
2. Theories of Development:
Rostow, Smith, Marx
3. Characteristics of transitional Societies
Low incomes, Dual Economies, Poverty, Population Growth, Scarce Strategic Natural Resources, Demonstration Effects and Unemployment.
4. Africa’s Development Objectives
Alleviation of Mass Poverty, Self-sustaining Growth and Development, Regional Integration and Collective Self-reliance.
5. Sectorial Development
Agricultural and Rural Development, Industry and Informal Sector, Tourism, Infrastructural Development- water, institutions such as schools, colleges e.t.c. for manpower development; roads, airways, telecom, railways, shipment.
6. Organization Strategies for Development
Top down Planning and Bottom up planning
7. Definition of Foreign Aid
· Why countries accept foreign aid
· Why donors give foreign aid
8. Structural Reforms and their impact on Development
The rationale of Structural Reforms, Impact of Structural Adjustment Programmes in specific sectors (e.g. education, Health, Agriculture)
COURSE OBJECTIVES:
By the end of the lesson the student should be able to:
1. Have an understanding of the economic aspects of development process.
2. Appreciate development problems experienced by the Less Industrialized Countries.
3. Suggest solutions to these problems.
DEFINITION OF DEVELOPMENT
Historically the word development in its present context is of a very recent origin. It was used in the covenant of League of Nations and much later by the charter of the United Nations. The concept of development acquired more significance after the Second World War in 1945, partly as a requirement to help reconstruct the countries, which had been ruined by the two world wars, and later extended towards development of countries emerging from colonial rule.
From the general Literature of development and from the descriptions of development projects one may deduce that development represents a process through which relatively simple traditional, agrarian societies become industrialized and therefore modernized. This philosophy, characterized planning and development, was thought in most developing nations in the 1950s and 1960s.
In the 1950s and 1960s development tended to be looked at in strictly economic terms. Economic growth was considered synonymous with economic development, and thus the total development of a society. While economic growth is an essential component of a country’s development process, it is not sufficient. During this period, also referred to as the first development, meant the capacity of a national economy, whose initial economic condition has been more or less static for a long time, to generate and sustain an annual i
KHAN UNIVERSITY
DEPARTMENT OF DEVELOPMENT STUDIES
IRD 1O3: DEVELOPMENT CONCEPTS AND ITS APPLICATION
COURSE OUTLINE
1. Conceptualization of Development
Economic, Social, Political and Environmental Conceptions and indicators of Development
2. Theories of Development:
Rostow, Smith, Marx
3. Characteristics of transitional Societies
Low incomes, Dual Economies, Poverty, Population Growth, Scarce Strategic Natural Resources, Demonstration Effects and Unemployment.
4. Africa’s Development Objectives
Alleviation of Mass Poverty, Self-sustaining Growth and Development, Regional Integration and Collective Self-reliance.
5. Sectorial Development
Agricultural and Rural Development, Industry and Informal Sector, Tourism, Infrastructural Development- water, institutions such as schools, colleges e.t.c. for manpower development; roads, airways, telecom, railways, shipment.
6. Organization Strategies for Development
Top down Planning and Bottom up planning
7. Definition of Foreign Aid
· Why countries accept foreign aid
· Why donors give foreign aid
8. Structural Reforms and their impact on Development
The rationale of Structural Reforms, Impact of Structural Adjustment Programmes in specific sectors (e.g. education, Health, Agriculture)
COURSE OBJECTIVES:
By the end of the lesson the student should be able to:
1. Have an understanding of the economic aspects of development process.
2. Appreciate development problems experienced by the Less Industrialized Countries.
3. Suggest solutions to these problems.
DEFINITION OF DEVELOPMENT
Historically the word development in its present context is of a very recent origin. It was used in the covenant of League of Nations and much later by the charter of the United Nations. The concept of development acquired more significance after the Second World War in 1945, partly as a requirement to help reconstruct the countries, which had been ruined by the two world wars, and later extended towards development of countries emerging from colonial rule.
From the general Literature of development and from the descriptions of development projects one may deduce that development represents a process through which relatively simple traditional, agrarian societies become industrialized and therefore modernized. This philosophy, characterized planning and development, was thought in most developing nations in the 1950s and 1960s.
In the 1950s and 1960s development tended to be looked at in strictly economic terms. Economic growth was considered synonymous with economic development, and thus the total development of a society. While economic growth is an essential component of a country’s development process, it is not sufficient. During this period, also referred to as the first development, meant the capacity of a national economy, whose initial economic condition has been more or less static for a long time, to generate and sustain an annual i
KHAN UNIVERSITY
DEPARTMENT OF DEVELOPMENT STUDIES
IRD 1O3: DEVELOPMENT CONCEPTS AND ITS APPLICATION
COURSE OUTLINE
1. Conceptualization of Development
Economic, Social, Political and Environmental Conceptions and indicators of Development
2. Theories of Development:
Rostow, Smith, Marx
3. Characteristics of transitional Societies
Low incomes, Dual Economies, Poverty, Population Growth, Scarce Strategic Natural Resources, Demonstration Effects and Unemployment.
4. Africa’s Development Objectives
Alleviation of Mass Poverty, Self-sustaining Growth and Development, Regional Integration and Collective Self-reliance.
5. Sectorial Development
Agricultural and Rural Development, Industry and Informal Sector, Tourism, Infrastructural Development- water, institutions such as schools, colleges e.t.c. for manpower development; roads, airways, telecom, railways, shipment.
6. Organization Strategies for Development
Top down Planning and Bottom up planning
7. Definition of Foreign Aid
· Why countries accept foreign aid
· Why donors give foreign aid
8. Structural Reforms and their impact on Development
The rationale of Structural Reforms, Impact of Structural Adjustment Programmes in specific sectors (e.g. education, Health, Agriculture)
COURSE OBJECTIVES:
By the end of the lesson the student should be able to:
1. Have an understanding of the economic aspects of development process.
2. Appreciate development problems experienced by the Less Industrialized Countries.
3. Suggest solutions to these problems.
DEFINITION OF DEVELOPMENT
Historically the word development in its present context is of a very recent origin. It was used in the covenant of League of Nations and much later by the charter of the United Nations. The concept of development acquired more significance after the Second World War in 1945, partly as a requirement to help reconstruct the countries, which had been ruined by the two world wars, and later extended towards development of countries emerging from colonial rule.
From the general Literature of development and from the descriptions of development projects one may deduce that development represents a process through which relatively simple traditional, agrarian societies become industrialized and therefore modernized. This philosophy, characterized planning and development, was thought in most developing nations in the 1950s and 1960s.
In the 1950s and 1960s development tended to be looked at in strictly economic terms. Economic growth was considered synonymous with economic development, and thus the total development of a society. While economic growth is an essential component of a country’s development process, it is not sufficient. During this period, also referred to as the first development, meant the capacity of a national economy, whose initial economic condition has been more or less static for a long time, to generate and sustain an annual i
LECTURE NOTE
DISASTER MANAGEMENT
INTRODUCTION
Definitions:
Disaster:
The term disaster owes its origin to the French word “Desastre” which is a combination of
two words ‘des’ meaning bad and ‘aster’ meaning star. Thus the term refers to ‘Bad or Evil
star’.
A disaster can be defined as “A serious disruption in the functioning of the community
or a society causing wide spread material, economic, social or environmental losses
which exceed the ability of the affected society to cope using its own resources”.
A disaster is a result from the combination of hazard, vulnerability and insufficient
capacity or measures to reduce the potential chances of risk.
A disaster happens when a hazard impacts on the vulnerable population and causes
damage, casualties and disruption. Any hazard – flood, earthquake or cyclone which
is a triggering event along with greater vulnerability (inadequate access to resources,
sick and old people, lack of awareness etc) would lead to disaster causing greater
loss to life and property.
Hazards:
The word ‘hazard’ owes its origin to the word ‘hasard’ in old French and ‘az-zahr’ in Arabic
meaning ‘chance’ or ‘luck’.
Hazard may be defined as “a dangerous condition or event, that threat or have the
potential for causing injury to life or damage to property or the environment.”
Hazards can be grouped into two broad categories:
1. Natural Hazard
2. Manmade Hazard
Natural hazards are hazards which are caused because of natural phenomena (hazards
with meteorological, geological or even biological origin).
Examples of natural hazards are cyclones, tsunamis, earthquake and volcanic
eruption which are exclusively of natural origin.
Landslides, floods, drought, fires are socio-natural hazards since their causes are
both natural and manmade.
For example flooding may be caused because of heavy rains, landslide or blocking of
drains with human waste.
Manmade hazards are hazards which are due to human negligence.
Manmade hazards are associated with industries or energy generation facilities and
include explosions, leakage of toxic waste, pollution, dam failure, wars or civil strife
etc.
Various Types of Disasters:
Difference between Disaster and Hazard:
Vulnerability:
Vulnerability may be defined as “The extent to which a community, structure, services or
geographic area is likely to be damaged or disrupted by the impact of particular hazard, on
account of their nature, construction and proximity to hazardous terrains or a disaster prone
area.”
Vulnerabilities can be categorized into:
1. Physical vulnerability
2. Socio-economic vulnerability
Physical Vulnerability: It includes notions of who and what may be damaged or destroyed
by natural hazard such as earthquakes or floods. It is based on the physical condition of
people and elements at risk, such as buildings, infrastructure etc; and their proximity,
location and nature of the hazard. It also relates to the technical capability of building and
Strategies Novartis can use to GROW from a Billion Dollar Company to a Trillion Dollar Company like Alphabet Inc
Novartis is a leading healthcare company which is situated in Switzerland and uses digital technologies and innovative science to come up with transformative ways of treatment in areas of great medicinal needs. This article explains what Novartis strategies and what they should employ so that they can rise from a billion dollar company to a trillion dollar company like the Google Alphabet Inc.
Novartis was formed in March 1996 by the merging of pharmaceutical and agrochemical divisions of Ciba-Geigy and Sandoz companies. Thanks to the merging of the two companies, Novartis is one of the biggest pharmaceutical companies in the world. Novartis is one of the largest companies which achieved a great milestone within a few decades. Novartis as a whole is divided into three major divisions: Sandoz (generics), Innovative Medicines and Alcon (eyecare). Novartis is also involved in collaborative research projects that are publicly funded.
Below are some of Novartis best selling drugs and their revenue
1.Cosenty – This is the top selling drug with a revenue of 4.788 billion dollars
2.Enfresto – This has a revenue of 4.644 billions dollars
3.Promacta – This has a revenue 0f 2.088 billion dollars
Medicine manufactured by Novartis and their uses
Medicine Medicine use
Cosentyx Used to treat psoriatic arthritis
Entresto Used to treat heart failure
Lucentis Used to block abnormal vessel growth in the back of the eye
Tasigna Used to treat chronic myelogenous leukemia which has the Philadelphia chromosome
Jakavi Used to treat myelofibrosis, polycythemia vera and graft-versus-host disease
Promacta Used to treat patients with abnormal low platelet count
Sandostatin Used to treat patients with tumor experiencing symptoms like flushing and diarrhea
Xolair Used to treat moderate and severe asthma
Gilenya Used to treat multiple sclerosis
How Novartis became one of the biggest pharmaceutical companies in the world
1.Market control through partnership
Geigy, Sandoz and Ciba combined their power so that they can compete with strong foreign firms and formed a cartel called the Basal Syndicate or Basal IG. Basal IG secured most of the manufacturing facilities all over the US and across Europe. It later joined with IG Farben and other chemical companies to form a big cartel called the Quadrapartite Cartel which dominated all of the European market and enjoyed the profits made from the joint manufacturing.
2.Growth acceleration through mergers
Since competition was very rampant in the pharmaceutical industry, Ciba and Geigy decided to merge with Sandoz AG to form Novartis. With this merge, Novartis became one of the growing giants in the pharmaceutical industry. This made Novartis gain a lot of fame and build a strong reputation over other companies. Novartis majored on agrochemical and pharmaceutical industries which made it easy to focus on a specific mar
Strategies Novartis can use to GROW from a Billion Dollar Company to a Trillion Dollar Company like Alphabet Inc
Novartis is a leading healthcare company which is situated in Switzerland and uses digital technologies and innovative science to come up with transformative ways of treatment in areas of great medicinal needs. This article explains what Novartis strategies and what they should employ so that they can rise from a billion dollar company to a trillion dollar company like the Google Alphabet Inc.
Novartis was formed in March 1996 by the merging of pharmaceutical and agrochemical divisions of Ciba-Geigy and Sandoz companies. Thanks to the merging of the two companies, Novartis is one of the biggest pharmaceutical companies in the world. Novartis is one of the largest companies which achieved a great milestone within a few decades. Novartis as a whole is divided into three major divisions: Sandoz (generics), Innovative Medicines and Alcon (eyecare). Novartis is also involved in collaborative research projects that are publicly funded.
Below are some of Novartis best selling drugs and their revenue
1.Cosenty – This is the top selling drug with a revenue of 4.788 billion dollars
2.Enfresto – This has a revenue of 4.644 billions dollars
3.Promacta – This has a revenue 0f 2.088 billion dollars
Medicine manufactured by Novartis and their uses
Medicine Medicine use
Cosentyx Used to treat psoriatic arthritis
Entresto Used to treat heart failure
Lucentis Used to block abnormal vessel growth in the back of the eye
Tasigna Used to treat chronic myelogenous leukemia which has the Philadelphia chromosome
Jakavi Used to treat myelofibrosis, polycythemia vera and graft-versus-host disease
Promacta Used to treat patients with abnormal low platelet count
Sandostatin Used to treat patients with tumor experiencing symptoms like flushing and diarrhea
Xolair Used to treat moderate and severe asthma
Gilenya Used to treat multiple sclerosis
How Novartis became one of the biggest pharmaceutical companies in the world
1.Market control through partnership
Geigy, Sandoz and Ciba combined their power so that they can compete with strong foreign firms and formed a cartel called the Basal Syndicate or Basal IG. Basal IG secured most of the manufacturing facilities all over the US and across Europe. It later joined with IG Farben and other chemical companies to form a big cartel called the Quadrapartite Cartel which dominated all of the European market and enjoyed the profits made from the joint manufacturing.
2.Growth acceleration through mergers
Since competition was very rampant in the pharmaceutical industry, Ciba and Geigy decided to merge with Sandoz AG to form Novartis. With this merge, Novartis became one of the growing giants in the pharmaceutical industry. This made Novartis gain a lot of fame and build a strong reputation over other companies. Novartis majored on agrochemical and pharmaceutical industries which made it easy to focus on a specific mar
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/342360535
DISASTER MANAGEMENT Compiled Notes for Unit Lectures
Method · June 2020
DOI: 10.13140/RG.2.2.13488.99842
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Jomo Kenyatta University of Agriculture and Technology
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DISASTER MANAGEMENT
BY
DR. BENARD LANGO
Benard.lango@gmail.com
Compiled Notes for Unit Lectures
Disaster Management – Compiled Lecture Notes: Dr. Benard Lango 1
TABLE OF CONTENTS
CHAPTER 1: INTRODUCTION...............................................................................................................4
1. 0 Common Terminologies.....................................................................................................................4
1.2 Characteristics of Disasters.................................................................................................................5
1.3 Types of Disasters...............................................................................................................................6
1.3.1 Natural Disasters..........................................................................................................................6
1.3.2 Human-Made Disasters................................................................................................................6
1.3.3 Incidences of Mass Trauma..........................................................................................................7
1.4 Differences between Emergencies and Disasters...............................................................................7
1.5 Disaster Management Life Cycle.........................................................................................................8
CHAPTER 2:RISKS AND VULNERABILITY ASSESSMENT........................................................................10
2.1 Introduction ......................................................................................................................................10
2.2 Hazards and Hazard Assessment ......................................................................................................11
2.2.1 Common Types of Hazards ........................................................................................................11
2.2.2 Hazard Control ...........................................................................................................................11
2.2.3 Hazard Classification ...............................................................
E STUDY 5-1 UNDER THE MICROSCOPE
FOCUSING IN
Members of the clinically significant group of
parasites located in blood and tissue that move
by means of flagella, known as the hemoflagel
lates, belong to the genera Leishmania and Try
panosoma. There are four morphologic forms of
clinical significance associated with these hemo
flagellates: amastigote, promastigote, epimasti
gote, and trypomastigote, all of which are defined
and described in detail in this chapter. Although
the specific life cycle may vary, all the organisms
in these two genera involve some combination of
the four morphologic forms. The transmission of
all hemoflagellates is via the bite of an arthropod
vector. The major difference between the two
genera is the primary diagnostic form found in
each; for Leishmania it is the amastigote and for
Trypanosoma it is the trypomastigote, with the
exception of Trypanosoma cruzi, in which amas
tigotes may also be found. Speciation within the
genera usually depends heavily on the patient
importance of this information, this text pro
vides a discussion of the geographic distribution
and symptomatology of each hemoflagellate.
Suspicions of hemoflagellate disease processes
are typically confirmed by more advanced diag
nostic techniques, such as serologic tests. Because
the initial diagnosis of hemoflagellate infections
relies primarily on the detection of the morpho
logic forms, this text will begin with a detailed
discussion of the morphologic forms.
MORPHOLOGY AND LIFE
CYCLE NOTES
Morphology
Amastigotes. The average roundish to oval
amastigote measures 5 by 3 μm in size (Figs. 51
and 5-2; Table 5-1). The amastigote contains a
nucleus, a basal body structure (called a blepha
roplast), and a small parabasal body. The large
single nucleus is typically located offcenter,
sometimes present more toward the edge of the
Nineyearold Chares, an African boy, recenty emigrated
to the United States from Kenya with his family. He began
complaining of chills and diarrhea 2 weeks prior to the
office vsit. After taking his temperature, whch revealed a
fever, hs mother took him into his pediatrician’s office.
During the examination, the doctor found a skn leson on
hs right arm and marked hepatosplenomegaly. A compete
bood count (CBC) was ordered, which revealed that
Charles was anemic. The doctor, afraid that the chid
was experiencing dum dum fever (kalaazar), ordered
a biopsy of the infected skin lesion and blood for
parasite study.
When the specimens were received in the laboratory,
the laboratory technician on duty made slides of the skn
lesion material and blood, stained them with Giemsa stan,
and carefully examined the slides. No parastes were found
in the bood slide The biopsy slide revealed an oval organ
ism (see diagram); it contained one nuceus, a parabasal
body, and an axonemelike structure.
Questions for Consideration
1. What parasite do you suspect? (Objective 5-10B)
2. Which morphologic form of the parasit
iemsa Stain report; Table of ContentsIntroductionObjectives of Giemsa stainPrincipleReagents UsedProcedureStaining procedure 1: Thin Film stainingStaining Procedure 2: Thick Film StainingResultsInterpretation/ConclusionApplications Giemsa stainAdvantagesLimitationsReferencesFour Charged in Plot to Kidnap an Iranian Journalist in New YorkIntroductionGiemsa stain was a name adopted from a Germany Chemist scientist, for his application of a combination of reagents in demonstrating the presence of parasites in malaria.It belongs to a group of stains known as Romanowsky stains. These are neutral stains made up of a mixture of oxidized methylene blue, azure, and Eosin Y and they performed on an air-dried slide that is post-fixed with methanol. Romanowsky stains are applied in the differentiation of cells, pathological examinations of samples like blood and bone marrow films and demonstration of parasites e.g malaria. There are four types of Romanoswsky stains:Giemsa stainJenner StainWright stainMay-Grunwald StainLeishman stainObjectives of Giemsa stainTo accurately prepare the Giemsa stain stock solutionTo stain and identify blood cellsTo differentiate blood cells nuclei from the cytoplasmPrincipleGiemsa stain is a gold standard staining technique that is used for both thin and thick smears to examine blood for malaria parasites, a routine check-up for other blood parasites and to morphologically differentiate the nuclear and cytoplasm of Erythrocytes, leucocytes and Platelets and parasites.Like any type of Romanowsky stains, it composed of both the Acidic and Basic dyes, in relation to affinities of acidity and basicity for blood cells. Azure and methylene blue, a basic dye binds to the acid nucleus producing blue-purple color. Eosin is an acidic dye that is attracted to the cytoplasm and cytoplasmic granules which are alkaline-producing red coloration. The stain must be buffered with water to pH 6.8 or 7.2, to precipitate the dyes to bind simple materials.Classically, Giemsa stain is a differential stain which is made up of a combination of reagents (Azure, Methylene blue, and Eosin dye) used widely in cytogenetics and histopathology for the diagnosis of:Malaria, spirochetes and other blood parasitesChlamydia trachomatis inclusion bodiesBorrelia sppYersinia pestisHistoplasma sppPneumocystis jiroveci cystsReagents UsedMethanolGiemsa powderGlycerinWater (Buffer)ProcedurePreparation of the Giemsa Stain Stock solution (500ml)Into 250ml of methanol, add 3.8g of Giemsa powder and dissolve.Heat the solution up to ~60oCThen, add 250ml of glycerin to the solution, slowly.Filter the solution and leave it to stand for about 1-2 months before use.Preparation of Working solutionAdd 10ml of stock solution to 80ml of distilled water and 10ml of methanolStaining procedure 1: Thin Film stainingOn a clean dry microscopic glass slide, make a thin film of the specimen (blood) and leave to air dry.dip the smear (2-3 dips) into pure methanol for fixation of the smear, lea
able of ContentsIntroductionObjectives of Giemsa stainPrincipleReagents UsedProcedureStaining procedure 1: Thin Film stainingStaining Procedure 2: Thick Film StainingResultsInterpretation/ConclusionApplications Giemsa stainAdvantagesLimitationsReferencesFour Charged in Plot to Kidnap an Iranian Journalist in New YorkIntroductionGiemsa stain was a name adopted from a Germany Chemist scientist, for his application of a combination of reagents in demonstrating the presence of parasites in malaria.It belongs to a group of stains known as Romanowsky stains. These are neutral stains made up of a mixture of oxidized methylene blue, azure, and Eosin Y and they performed on an air-dried slide that is post-fixed with methanol. Romanowsky stains are applied in the differentiation of cells, pathological examinations of samples like blood and bone marrow films and demonstration of parasites e.g malaria. There are four types of Romanoswsky stains:Giemsa stainJenner StainWright stainMay-Grunwald StainLeishman stainObjectives of Giemsa stainTo accurately prepare the Giemsa stain stock solutionTo stain and identify blood cellsTo differentiate blood cells nuclei from the cytoplasmPrincipleGiemsa stain is a gold standard staining technique that is used for both thin and thick smears to examine blood for malaria parasites, a routine check-up for other blood parasites and to morphologically differentiate the nuclear and cytoplasm of Erythrocytes, leucocytes and Platelets and parasites.Like any type of Romanowsky stains, it composed of both the Acidic and Basic dyes, in relation to affinities of acidity and basicity for blood cells. Azure and methylene blue, a basic dye binds to the acid nucleus producing blue-purple color. Eosin is an acidic dye that is attracted to the cytoplasm and cytoplasmic granules which are alkaline-producing red coloration. The stain must be buffered with water to pH 6.8 or 7.2, to precipitate the dyes to bind simple materials.Classically, Giemsa stain is a differential stain which is made up of a combination of reagents (Azure, Methylene blue, and Eosin dye) used widely in cytogenetics and histopathology for the diagnosis of:Malaria, spirochetes and other blood parasitesChlamydia trachomatis inclusion bodiesBorrelia sppYersinia pestisHistoplasma sppPneumocystis jiroveci cystsReagents UsedMethanolGiemsa powderGlycerinWater (Buffer)ProcedurePreparation of the Giemsa Stain Stock solution (500ml)Into 250ml of methanol, add 3.8g of Giemsa powder and dissolve.Heat the solution up to ~60oCThen, add 250ml of glycerin to the solution, slowly.Filter the solution and leave it to stand for about 1-2 months before use.Preparation of Working solutionAdd 10ml of stock solution to 80ml of distilled water and 10ml of methanolStaining procedure 1: Thin Film stainingOn a clean dry microscopic glass slide, make a thin film of the specimen (blood) and leave to air dry.dip the smear (2-3 dips) into pure methanol for fixation of the
nd invade the genital ridges in the sixth week of
development. here they form primitive sex cords. in
the absence of tdf, medullary cords disappear and
get replaced by a vascular stroma (ovarian medulla).
cortical cords develop and surround one or more
primitive germ cells. the germ cells subsequently
develop into oogonia, while the surrounding epithelial
cells form the follicular cells. this differentiates
undifferentiated gonads into ovaries. stroma of ovary
develops from basal mesenchyme. granulosa and theca
cells develop from celomic epithelium.
development of genital ducts
development of genital duct system and the external
genitalia occurs under the influence of hormones
circulating in the fetus. sertoli cells in the fetal testes
produce a nonsteroidal substance known as müllerian
inhibiting substance (mis) that causes regression of
müllerian ducts. androgen from the fetal testes causes
masculinization of external genitalia. in the absence of
mis, müllerian ducts develop and mesonephric duct
system regresses. in the absence of androgen, external
genitalia differentiate into female phenotype. the
müllerian duct develops between the fifth and sixth
weeks lateral to intermediate cell mass and wolffian
duct. the müllerian duct has the following three parts:
•cranial vertical portion that opens into celomic
cavity. later it differentiates into fallopian tubes.
•horizontal part crosses the mesonephric duct.
•caudal vertical part that fuses with its partner
from opposite side. this fused part later differ
entiates into uterus, cervix, and upper one-third
of the vagina.
the dorsal celomic epithelium (which forms
müllerian duct) remains open at its site of origin and
ultimately forms the fimbriated ends of the fallopian
tubes. at their point of origin, each of the müllerian
ducts forms a solid bud. each bud penetrates the
mesenchyme lateral and parallel to the wolffian duct.
as the solid buds elongate, a lumen appears in the
cranial part, beginning at each celomic opening. the
caudal end of each müllerian duct crosses the way
and invade the genital ridges in the sixth week of
development. here they form primitive sex cords. in
the absence of tdf, medullary cords disappear and
get replaced by a vascular stroma (ovarian medulla).
cortical cords develop and surround one or more
primitive germ cells. the germ cells subsequently
develop into oogonia, while the surrounding epithelial
cells form the follicular cells. this differentiates
undifferentiated gonads into ovaries. stroma of ovary
develops from basal mesenchyme. granulosa and theca
cells develop from celomic epithelium.
development of genital ducts
development of genital duct system and the external
genitalia occurs under the influence of hormones
circulating in the fetus. sertoli cells in the fetal testes
produce a nonsteroidal substance known as müllerian
inhibiting substance (mis) that causes regression of
müllerian ducts. androgen from the fetal testes causes
masculinization of external genitalia. in the absence of
mis, müllerian ducts develop and mesonephric duct
system regresses. in the absence of androgen, external
genitalia differentiate into female phenotype. the
müllerian duct develops between the fifth and sixth
weeks lateral to intermediate cell mass and wolffian
duct. the müllerian duct has the following three parts:
•cranial vertical portion that opens into celomic
cavity. later it differentiates into fallopian tubes.
•horizontal part crosses the mesonephric duct.
•caudal vertical part that fuses with its partner
from opposite side. this fused part later differ
entiates into uterus, cervix, and upper one-third
of the vagina.
the dorsal celomic epithelium (which forms
müllerian duct) remains open at its site of origin and
ultimately forms the fimbriated ends of the fallopian
tubes. at their point of origin, each of the müllerian
ducts forms a solid bud. each bud penetrates the
mesenchyme lateral and parallel to the wolffian duct.
as the solid buds elongate, a lumen appears in the
cranial part, beginning at each celomic opening. the first time
1- Anatomy of Female Reproductive System.pdfelphaswalela
vement along the dorsal mesentery of the hindgut
and invade the genital ridges in the sixth week of
development. here they form primitive sex cords. in
the absence of tdf, medullary cords disappear and
get replaced by a vascular stroma (ovarian medulla).
cortical cords develop and surround one or more
primitive germ cells. the germ cells subsequently
develop into oogonia, while the surrounding epithelial
cells form the follicular cells. this differentiates
undifferentiated gonads into ovaries. stroma of ovary
develops from basal mesenchyme. granulosa and theca
cells develop from celomic epithelium.
development of genital ducts
development of genital duct system and the external
genitalia occurs under the influence of hormones
circulating in the fetus. sertoli cells in the fetal testes
produce a nonsteroidal substance known as müllerian
inhibiting substance (mis) that causes regression of
müllerian ducts. androgen from the fetal testes causes
masculinization of external genitalia. in the absence of
mis, müllerian ducts develop and mesonephric duct
system regresses. in the absence of androgen, external
genitalia differentiate into female phenotype. the
müllerian duct develops between the fifth and sixth
weeks lateral to intermediate cell mass and wolffian
duct. the müllerian duct has the following three parts:
•cranial vertical portion that opens into celomic
cavity. later it differentiates into fallopian tubes.
•horizontal part crosses the mesonephric duct.
•caudal vertical part that fuses with its partner
from opposite side. this fused part later differ
entiates into uterus, cervix, and upper one-third
of the vagina.
the dorsal celomic epithelium (which forms
müllerian duct) remains open at its site of origin and
ultimately forms the fimbriated ends of the fallopian
tubes. at their point of origin, each of the müllerian
ducts forms a solid bud. each bud penetrates the
mesenchyme lateral and parallel to the wolffian duct.
as the solid buds elongate, a lumen appears in the
cranial part, beginning at each celomic opening. the
caudal end of each müllerian duct crosses the ventra
HCM 124 lecture 9 medical entomology.pptxelphaswalela
I. OBJECTIVES
1
•To demonstrate good aseptic technique in culture transfer or inoculation and in
handling sterile materials.
•To demonstrate skil in isolation of organisms from a mixed culture using selectve
and differential media.
•To isoate microorganisms from a wide variety of sources and describe their colonial
morphology.
II. INTRODUCTION
Most environments carry a mixed microbial population. To fully appreciate the
contribution of each group of organisms to the ecology of the mass, one must first
dissect this mixed culture to obtain single colonies. The single colony is transferred
(picked) to a fresh medium to obtain a larger, homogeneous culture that may be studied
and characterized by a variety of techniques. One suchtechnique is caled aseptic
technique. Microbiologists and health workers use this technique to prevent
contamination of cultures from outside sources and to prevent the introduction of
potential disease agents into the human body (nfection can occur through contamination
of your hands and clothing with material from your bacterial cultures).
Aseptic Techniques
Aseptic techniques (also called sterile techniques) are defined as the processes
required for transferring a culture from one vessel to anotherwithout introducing any
additional organisms to the cuture or contaminating the environment with the culture.
The following conditions must exist for aseptic technique to be successful:
1. The work area must be wiped with an antiseptic to reduce the number of potential
contaminants.
2. The transfer instruments must be sterile.
3. The work must be accomplished quicky and efficiently to minimize the time of
exposure during which contamnation of the culture or laboratory worker can occur.
Developing a thorough understanding and knowledge of aseptic techniques and
culture transfer procedures is a prerequisite to working with microbiological cutures. You
wll save yourself a lot of time and energy and avoid erroneous results if a few simple
and common sense rules are observed when working with cultures.
Dr. Eby Bassiri ebassiri@sas.upenn.edu
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. PERSONALITY DISORDERS
18/03/2021 Dr. Rose Ngondi 2
• Currently psychiatrists tend to use a system of diagnosis
which identifies ten types of personality disorder.
• These are grouped into three categories.
3. 18/03/2021 Dr. Rose Ngondi 3
1. SUSPICIOUS
I. Paranoid personality disorder
II. Schizoid personality disorder
III. Schizotypal personality disorder
IV. Antisocial personality disorder
4. 18/03/2021 Dr. Rose Ngondi 4
2. EMOTIONAL AND IMPULSIVE
I. borderline personality disorder
II. histrionic personality disorder
III. Narcissistic personality disorder
5. 18/03/2021 Dr. Rose Ngondi 5
3. ANXIOUS
I. avoidant personality disorder
II. dependent personality disorder
III. obsessive compulsive personality disorder
6. 18/03/2021 Dr. Rose Ngondi 6
...
• Each personality disorder has its own set of diagnostic criteria.
• To get a specific diagnosis you must meet some of these criteria.
• The minimum amount you need to meet is different for different
types, but it should always be more than one or two.
• If you meet criteria for more than one type this may be
called mixed personality disorder.
7. 18/03/2021 Dr. Rose Ngondi 7
Paranoid personality disorder-
• The thoughts, feelings and experiences associated with
paranoia may cause you to:
1) find it hard to confide in people, even your friends and
family
2)find it very difficult to trust other people, believing they will
use you or take advantage of you (suspicious of others)
3) have difficulty relaxing
8. 18/03/2021 Dr. Rose Ngondi 8
...
4) read threats and danger (which others don't see) into
everyday situations, innocent remarks or casual looks from
others.
5)This might become such a big problem in your life that you
are given a diagnosis of paranoid personality disorder.
9. 18/03/2021 Dr. Rose Ngondi 9
Schizoid personality disorder
• Many people with schizoid personality disorder are able to function
fairly well.
• Unlike in schizophrenia or schizoaffective disorder, you would not
usually have psychotic symptoms.
• However, as a result of the thoughts and feelings associated with
this diagnosis you may:
1) find difficulty forming close relationships with other people
10. 18/03/2021 Dr. Rose Ngondi 10
...
2) choose to live your life without interference from others
3) prefer to be alone with your own thoughts
4) not experience pleasure from many activities
5) have little interest in sex or intimacy
6) have difficulty relating to or are emotionally cold towards others.
11. 18/03/2021 Dr. Rose Ngondi 11
Schizotypal personality disorder
• Everyone has their own eccentricities or awkward behaviors.
• But if your patterns of thinking and behaving make relating to others
very difficult, you may receive a diagnosis of schizotypal personality
disorder.
• Unlike in schizophrenia, you usually would not experience psychosis.
• However, you may:
1) experience distorted thoughts or perceptions
2) find making close relationships extremely difficult
12. 18/03/2021 Dr. Rose Ngondi 12
3)think and express yourself in ways that others find 'odd', using
unusual words or phrases, making relating to others difficult
4)believe that you can read minds or that you have special powers
such as a 'sixth sense‘
5) feel anxious and tense with others who do not share these beliefs
6)feel very anxious and paranoid in social situations, finding it hard to
relate to others.
13. 18/03/2021 Dr. Rose Ngondi 13
Antisocial personality disorder
• It is natural to sometimes put our own needs, pleasure or
personal gain before those of others around us.
• However, if these actions occur very frequently and you struggle
to keep stability in your life, or you regularly act impulsively out
of anger or lack of consideration for others, this could lead to a
diagnosis of antisocial personality disorder.
• Hence you will:
1) behave dangerously and sometimes illegally (you may have a
criminal record)
14. 18/03/2021 Dr. Rose Ngondi 14
...
2) put yourself in dangerous or risky situations, often without
thinking about the consequences for yourself or other people
3) behave in ways that are unpleasant for others
4)feel very easily bored and act on impulse – for example, you may
find it difficult to hold down a job for long
5) behave aggressively and get into fights easily
15. 18/03/2021 Dr. Rose Ngondi 15
...
6) do things even though they may hurt people – to get what you
want, putting your needs and desires above other people's
7)have problems with empathy – for example, you may not feel or
show any sense of guilt if you have mistreated others
8) have had a diagnosis of conduct disorder before the age of 15.
16. 18/03/2021 Dr. Rose Ngondi 16
Borderline personality disorder (BPD)
• Borderline personality disorder (BPD) is also known as emotionally unstable
personality disorder (EUPD).
• We can all experience difficulties with our relationships, self-image and
emotions.
• But you might get a diagnosis of BPD/EUPD if these feel consistently unstable
or intense and cause you significant problems in daily life.
Symptoms
• feel very worried about people abandoning you, and either do anything to
stop that happening or push them away
17. 18/03/2021 Dr. Rose Ngondi 17
...
• have very intense emotions that can change quickly (for example,
from feeling very happy and confident in the morning to feeling low
and sad in the afternoon)
• not have a strong sense of who you are or what you want from life,
with your ideas about this changing significantly depending on who
you're with
• find it very hard to make and keep stable relationships or
friendships
18. 18/03/2021 Dr. Rose Ngondi 18
...
• act impulsively and do things that could harm you (such as
binge eating, using drugs or driving dangerously)
• have suicidal thoughts
• Self-harm
• feel empty and lonely a lot of the time
• get very angry, and struggle to control anger
• struggle to trust other people
19. 18/03/2021 Dr. Rose Ngondi 19
...
• experience other mental health problems alongside BPD,
including anxiety, depression, eating problems, and post-
traumatic stress disorder.
• When very stressed, sometimes you might:
• feel paranoid
• Have psychotic experiences, such as seeing or hearing things that
other people don't
• feel numb or 'checked out' and not remember things very well
after they've happened (known as dissociation).
20. 18/03/2021 Dr. Rose Ngondi 20
...
When very stressed, sometimes you might:
• Feel paranoid
• have psychotic experiences, such as seeing or hearing things that
other people don't
• feel numb or 'checked out' and not remember things very well
after they've happened (known as dissociation).
21. 18/03/2021 Dr. Rose Ngondi 21
Histrionic personality disorder
• Most people enjoy being given compliments or positive feedback
about their actions. But if you depend very heavily on being
noticed, or are seeking approval so much that this affects your day-
to-day living, you might get a diagnosis of histrionic personality
disorder.
Signs & Symptoms
• feel very uncomfortable if you are not the centre of attention
• feel that you have to entertain people
22. 18/03/2021 Dr. Rose Ngondi 22
...
• constantly seek, or feel dependent on, the approval of others
• make rash decisions
• flirt or behave/dress provocatively to ensure that you remain the
centre of attention
• get a reputation for being dramatic and overemotional
• be easily influenced by others.
23. 18/03/2021 Dr. Rose Ngondi 23
Narcissistic personality disorder
• It is human nature to be aware of our own needs, to express them, and to
want others to be aware of our abilities and achievements.
• These are not bad traits.
• However, if these thoughts, feelings and behaviors are very extreme and
cause problems in relating to others, you may get a diagnosis of narcissistic
personality disorder.
You may:
• believe that there are special reasons that make you different, better or more
deserving than others
24. 18/03/2021 Dr. Rose Ngondi 24
...
• have fragile self-esteem, so that you rely on others to recognize your
worth and your needs
• feel upset if others ignore you and don't give you what you feel you
deserve
• resent other people's successes
• put your own needs above other people's, and demand they do too
• be seen as selfish and dismissive or unaware of other people's needs.
25. 18/03/2021 Dr. Rose Ngondi 25
Avoidant personality disorder
• Even though we all have things, places or people we don't like, or
which make us anxious, but if these things cause so much anxiety
that you struggle to maintain relationships in your life, you may get
a diagnosis of avoidant personality disorder (sometimes also called
anxious personality disorder).
You may:
• avoid work or social activities that mean you must be with others
• expect disapproval and criticism and be very sensitive to it
26. 18/03/2021 Dr. Rose Ngondi 26
...
• worry constantly about being 'found out' and rejected
• worry about being ridiculed or shamed by others
• avoid relationships, friendships and intimacy because you fear
rejection
• feel lonely and isolated, and inferior to others
• be reluctant to try new activities in case you embarrass yourself.
27. 18/03/2021 Dr. Rose Ngondi 27
Dependent personality disorder
• It is natural to need other people to care for us or give us reassurance
sometimes.
• A healthy balance involves being able to both depend on others as well as
being independent from others sometimes.
• However, if feelings and thoughts about needing others become so
overwhelming that they impact your daily life and relationships, you may get
a diagnosis of dependent personality disorder.
You may:
• feel needy, 'weak' and unable to make decisions or function day-to-day
without help or support from others
28. 18/03/2021 Dr. Rose Ngondi 28
...
• allow or require others to assume responsibility for many areas of your
life
• agree to things you feel are wrong or you dislike to avoid being alone or
losing someone's support
• be very afraid of being left to fend for yourself
• have low self-confidence
• see other people as being much more capable than you are.
29. 18/03/2021 Dr. Rose Ngondi 29
Obsessive compulsive personality disorder (OCPD)
• OCPD is separate from obsessive compulsive disorders (OCD),
which describes a form of behaviour rather than a type of
personality.
• However, similarly to OCD, OCPD involves problems with
perfectionism, the need for control, and significant difficulty being
flexible in how you think about things.
You may:
• need to keep everything in order and under control
30. 18/03/2021 Dr. Rose Ngondi 30
...
• set unrealistically high standards for yourself and others
• think yours is the best way of doing things
• worry about you or others making mistakes
• feel very anxious if things aren't 'perfect'.